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Books > Social sciences > Psychology > Cognition & cognitive psychology
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Hypertext and Cognition (Paperback)
Loot Price: R1,606
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Hypertext and Cognition (Paperback)
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The recent evolution of western societies has been characterized by
an increasing emphasis on information and communication. As the
amount of available information increases, however, the user --
worker, student, citizen -- faces a new problem: selecting and
accessing relevant information. More than ever it is crucial to
find efficient ways for users to interact with information systems
in a way that prevents them from being overwhelmed or simply
missing their targets. As a result, hypertext systems have been
developed as a means of facilitating the interactions between
readers and text. In hypertext, information is organized as a
network in which nodes are text chunks (e.g., lists of items,
paragraphs, pages) and links are relationships between the nodes
(e.g., semantic associations, expansions, definitions, examples --
virtually any kind of relation that can be imagined between two
text passages). Unfortunately, the many ways in which these
hypertext interfaces can be designed has caused a complexity that
extends far beyond the processing abilities of regular users.
Therefore, it has become widely recognized that a more rational
approach based on a thorough analysis of information users' needs,
capacities, capabilities, and skills is needed. This volume seeks
to meet that need.
From a user-centered perspective -- between systems and users --
this volume presents theoretical and empirical research on the
cognitive processes involved in using hypertext. In so doing, it
illustrates three main approaches to the design of hypertext
systems:
*cognitive, which examines how users process multilayered
hypertext structures;
*ergonomical, which explores how users interact with the design
characteristics of hardware and software; and
*educational, which studies the learning objectives, frequency and
duration of hypertext sessions, type of reading activity, and the
user's learning characteristics.
This volume also tries to provide answers for the questions that
have plagued hypertext research:
*What is hypertext good for?
*Who is hypertext good for?
*If it is useful for learning and instruction, then what type?
*What particular cognitive skills are needed to interact
successfully with a hypertext system? Anyone interested in the
fields of computer science, linguistics, psychology, education, and
graphic design will find this volume intriguing, informative, and a
definitive starting point for future research in the field of
hypertext.
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